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Assessing Academic Progress after Implementing Technological Changes Report (Assessment)

Table of Contents Introduction Purpose Statement Research Hypotheses Background Significance of the Research Methodology Reference List Introduction The assessment of effectiveness of students’ academic performance is significant for further improvements and measures that may be taken to change the situation at school or any other educational institution. In this respect, it is necessary to evaluate the current situation and conduct research to evaluate the situation after implementing changes. The evaluation should concern the methods of teaching as claimed by students (measure if students are satisfied with teaching methods and practical implementation of curriculum using a rubric); instances of technology use in classes, student and faculty attitudes, or changes in teaching practices should be measured as well. Analysis of changes in the situation can show how effective the changes can be and what areas of academic activity should receive more attention even after implementation of changes into academic curriculum. Purpose Statement The purpose of the research consists in the evaluation of situation at an educational institution after the introduction of changes. The research is sure to demonstrate the most vulnerable areas of academic curriculum and technological advancement. The results of the research will become the evidence for implementation of further practices into academic curriculum and professional development sessions. The purpose of the current research consists in assessment of effectiveness of changes and consideration of their further implementation. Research Hypotheses The introduction of changes can affect all parties concerned and it is important to know how effective the changed are in terms of academic progress and satisfaction of students from practical implementation of academic curriculum. If the changes are really effective, researchers should share their experience and claim to make changes at a national level regarding all educational institutions of different academic levels. If the changes prove to be ineffective, it is necessary to question a necessity of further application of those practices in the educational institution under consideration and prevent other institutions that face similar problems from introducing those changes. In this respect, it is necessary to evaluate academic progress and effectiveness of teaching methods used by tutors after completion of professional development sessions and skills gained during those sessions to make students interested in class activities and get a feedback and constructive criticism on the strategies used after the reform. Get your 100% original paper on any topic done in as little as 3 hours Learn More Background It is necessary to note that every greater change involves minor changes that are sure to affect all areas relevant to the main field that should undergo changes. In this respect, it would be really interesting to take into account Guskey’s (1986 as cited in Walpole
Organizational development, business and finance homework help.

REQUIREMENTS: no plagiarism, 100 % original work, an excellent writing skills and grammar, Citation through the MS WORD, textbook and additional sources need to be cited and proper Reference list. Each question need to be done separate files, each question includes citation as well as ReferencesTEXTBOOK INFORMATION: Name: Organizational Behavior Edition: 2011 Author: Luthans, F.Publisher: McGraw-Hill ISBN: 978-0-07-353035-2 (Attached)W7DQ1 (0.5 page of single spaced APA formatted page) Why have more and more firms begun developing recognition programs as part of their organizational reward system? Why not just give people more money? W7DQ2 (0.5 page of single spaced APA formatted page) What role do benefits play in the organizational reward system? How can these costly benefits contribute more to desirable organizational outcomes? W8DQ1 (0.5 page of single spaced APA formatted page) Summary & Critical Thinking – Week/Course Learning Outcomes Welcome to the last week of your course. In this discussion question you have the opportunity to be creative and to relate what you have learned to your professional lives. Please explore and critically think about some of the learning outcomes and concepts presented in this course. Please effectively communicate how you would lead an organization (or a group of people within the organization) by applying the knowledge you have learned ethically and responsibly. Your discussion should also include innovative thinking, and information-technology aspects (such as the Internet, social-media, computers, etc.) that may assist you in decision-making. You may frame your discussion around any functional component of business, and in any context; problem-solving, management, leadership, organizational behavior, etc. W8CLA 2 (5 page of single spaced APA formatted page)Visit websites such as: http://www.adcentive.com and http://www.corporaterewards.com/index.cfm?track_id… Here you will find various ideas on how to use and implement various reward and incentive systems. Find various tips and programs currently being used by organizations. Also, search under “pay for performance” to see other developments of this type of reward system. 1. From information you gained from the Web sites, how do you think these suggestions could influence work behavior? Which ones do you think will work better than others? Why? 2. Using the LIRN database to go to specific companies, what other types of reward systems can you find? Give the specifics and critique their value to improving performance in the workplace. Your CLA2 submission (cumulative report) should be 5single spaced- pages in length. The CLA assignments encompass the learning objectives for this course and are designed to increase your comprehension and augment your ability to apply concepts learned in your professional careers. W8CLA2_PPPComprehensive Learning Assessment (CLA 2) Presentation. In addition to your CLA2 report, please prepare a professional PowerPoint presentation summarizing your findings for CLA2. The presentation will consist of your major findings, analysis, and recommendations in a concise presentation of 15 slides (minimum). You should use content from your report as material for your PowerPoint presentation. Students will present their PowerPoint during the last week of class in either the On-Campus Class Session or the online Virtual Class Session, as determined by the professor. Presentations should not exceed 15 minutes.
Organizational development, business and finance homework help

NSG 416 University of Phoenix Week 5 Theoretical Development Discussion.

I’m working on a nursing report and need a sample draft to help me understand better.

NSG/416: Theoretical Development And Conceptual FrameworksWk 5 – Theory–Practice Gap Assignment ContentFundamentals of Nursing Models, Theories, and Practice discusses the theory-practice gap in detail in many chapters. As you have read throughout the course, there is ongoing discussion about the connection between theory and practice, and the application in day-to-day nursing activities. This assignment is designed to illustrate that although there may be a gap, other factors play an important role in decision-making, and each aspect of theory, research, and practice experience are integral to well-rounded patient care.Access Fundamentals of Nursing Models, Theories, and Practice, and review Figure 1.4 Correlation: education, science and practice, by clicking the Theory–Practice Gap Readings Link directly below this assignment entry.Think of a scenario in which theory, research, and practice interact to create good patient outcomes.Create a visual representation of the theory-practice relationship or gap by replacing the text in the Theory-Practice Gap Diagram Template. Write a minimum of 525- to 700-word narrative explanation of your visual representation following the diagram.Describe the chosen theory, research, and practice guideline or standard.Explain the relationship between the three, and discuss the role each plays in quality patient care in the scenario.Explain any gaps, such as a lack of research, no practice standard, or no usable theory.Determine the best course of action for making decisions in the absence of one aspect.Include documentation of the practice guideline or standard, as well as your corresponding research, evidence, or literature example.Cite your research and practice guidelines in-text and on the references page at the end of the template
NSG 416 University of Phoenix Week 5 Theoretical Development Discussion

ENG 1A SC Popular American TV Show Group of People Representation Discussion

ENG 1A SC Popular American TV Show Group of People Representation Discussion.

Topic: As will learn and discuss in Unit 3, stereotypes come in many forms and vary in degrees of positivity & negativity. They can also be presented through humor and sarcasm and often not meant in hostility. 
Prompt: Analyze the representation of a group of people in a popular American TV show. Explain what this representation is and argue the impact the TV show’s representation has on this group. 
Restrictions: The TV show MUST have new episodes that have aired in the last 5 years. This means that a show like Friends or  The Sopranos or other shows that have not filmed a new episode in the last 5 years would NOT be eligible for this assignment. 
Purpose: For students to critically analyze a representation of a group; go beyond surface-level analysis; to develop in-depth explanations of a particular issue; to argue their perspective; to further hone their use of evidence and integration techniques and follow-up; to take the next steps to proper MLA formatting, including works cited page.
In this essay, students should consider how their essay will do the following:

Incorporate at least 2 sources from the required readings through paraphrasing, quoting, and summarizing
Incorporate at least 2 trustworthy, outside sources as evidence for their argument
Incorporate evidence from the TV show
Use Metacommentary to ensure understanding of their complex idea
Readings for Reference (Choose 2 for essay):

“Disability in the Media”- Preface 
Tattoos or Taboo?
“Black Men and Public Spaces” 
“The Danger of a Single Story” 
“The Downside to Positive Stereotypes” 
At the Root of Identity…” Chapter 1 
“Single Mother Hierarchy”
Overcoming Stigma of Community College

Thesis: Your thesis statement should be a 1-3 sentence response to the prompt that includes the specific representation and an argumentative statement explaining the problem with it.

ENG 1A SC Popular American TV Show Group of People Representation Discussion

Biology homework help

essay writer Biology homework help. The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.BackgroundBiotechnology allows the use of living organisms or their processes for human needs or purposes. Currently, this topic includes such general examples as cloning, stem cells (adult, umbilical cord, and embryonic), DNA fingerprinting, biological warfare, bioremediation, genetically modified organisms, vaccines, and transgenic plants and animals to name a few. In this assignment, you will explore specific examples of biotechnology applications.Assignment DetailsPart 1Biotechnologyÿis the use of a living thing or any part of a living thing to make a product or process that improves human life. For this part of the assignment, discuss the following:What are some of the examples of biotechnology that have made improvements to your life?Describe how one of these has made your life better.Do you have any concerns with biotechnology? Explain.Part 2In 2008, the Food and Drug Administration (FDA) approved food derived from cloned animals. In addition, these products will not need to be labeled as ?cloned? or ?from clones? (Black, 2008). The FDA explains that you will not be eating the clone itself. It takes thousands of dollars to clone a food animal such as a cow or pig. Animals that are cloned for improved food production will be used for a breeding program to produce many offspring with the desirable traits for increased meat or milk yield. These offspring of the clones will be fair game for food. Discuss the following:Do you think there are differences between a clone and a “normal” animal?How do you feel about eating a cloned animal?Is your opinion of eating a cloned plant different?ReferenceBlack, R. (2008).ÿU.S. approves animal clones as food. Retrieved from the BBC News Web site: http://news.bbc.co.uk/2/hi/7190305.stmProvide references in APA format. This includes a reference list and in-text citations for references used throughout the assignment.In your own words, please post responses to the Discussion Board posts of at least two of your classmates. Responses must be substantive, i.e. say something of substance that advances the discussion about the concepts. You will be graded on the quality of your postings.For assistance with your assignment, please use your text, the AIU Library, Web resources, and all course materials. Please refer to the following:Unit 3: Biotechnology OnlineThis assignment will also be assessed using additional criteria providedÿhere.Biology homework help

BOS 4301 CSU Welding Fumes Over Exposure Effects Essay

BOS 4301 CSU Welding Fumes Over Exposure Effects Essay.

Instructions
Welding fumes are a common occupational exposure. Several different welding fumes can cause similar adverse health effects. Personal sampling of a welding operation at a manufacturing facility produced the following 8-hour time-weighted average (TWA) results for individual metal fumes.
Metal FumeResultOSHA PELACGIH TLVAntimony0.05 mg/m³0.5 mg/m³0.5 mg/m³Beryllium0.00001 mg/m³0.0002 mg/m³0.00005 mg/m³ (I)Cadmium0.025 mg/m³0.005 mg/m³0.01 mg/m³Chromium0.02 mg/m³1 mg/m³0.5 mg/m³Copper0.03 mg/m³0.1 mg/m³0.2 mg/m³Iron Oxide0.5 mg/m³10 mg/m³5 mg/m³ (R)Magnesium Oxide0.02 mg/m³15 mg/m³10 mg/m³Molybdenum0.003 mg/m³15 mg/m³10 mg/m³ (I)Nickel0.25 mg/m³1 mg/m³1.5 mg/m³ (I)Zinc Oxide0.3 mg/m³5 mg/m³2 mg/m³ (R)
(R) Respirable fraction (I) Inhalable fraction
Briefly summarize the primary health effects associated with overexposure to each type of metal fume, including both acute and chronic health effects. Explain what analytical methods you would use for evaluating health hazards in the workplace.
Identify the types of metal fumes that would produce similar health effects on an exposed worker. Assume that each listed metal can cause respiratory irritation. Use the equation in 1910.1000(d)(2)(i) to calculate the equivalent exposure (in relation to OSHA PELS) for the metal fumes with similar health effects based on the “Result” column in the table above. Discuss whether you believe any of the individual metal fume exposures or the combined exposure exceeds an OSHA PEL or an ACGIH TLV.
BOS 4301 CSU Welding Fumes Over Exposure Effects Essay

This week’s case study is based on the plot of the movie: “Eye in the Sky” (Youtube version) Eye Essay

This week’s case study is based on the plot of the movie: “Eye in the Sky” (Youtube version) Eye in the Sky (Links to an external site.) Eye in the Sky Here is the dilemma: The “Eye in the Sky” Case Study: To Fire or Not? “Our story opens in Nairobi, Kenya, where Alia Mo’Allim, a young girl, twirls a hula hoop made by her father in their backyard. British Army Colonel Katherine Powell wakes up early in the morning and hears that an undercover British/Kenyan agent has been murdered by the Al-Shabaab group. From Northwood Headquarters she takes command of a mission to capture three of the ten highest-level Al-Shabaab leaders, who are meeting in a safehouse in Nairobi. These include a British couple, Susan Helen Danford (based on Samantha Lewthwaite [4]) and her husband. A multinational team works on the capture mission, linked together by video and voice systems. Aerial surveillance is provided by a USAF MQ-9 Reaper drone controlled from Creech Air Force Base in Nevada by USAF pilot, 2d Lt Steve Watts. Undercover Kenyan field agents, including Jama Farah, use short-range ornithopter and insectothopter cameras to link in ground intelligence. Kenyan special forces are positioned nearby to make the arrest. Facial recognition to identify human targets is done at Joint Intelligence Center Pacific at Pearl Harbor in Hawaii. The mission is supervised in the United Kingdom by a COBRA meeting that includes British Lieutenant General Frank Benson, two full government ministers and a ministerial under-secretary. Farah discovers that inside the house, the three high-level targets are now arming two suicide bombers (one is American) for what is presumed to be an attack on a civilian target. Powell decides that the imminent bombing changes the mission objective from “capture” to “kill”. She informs drone pilot Watts to prepare a precision Hellfire missile attack on the building, and solicits the opinion of her British Army legal counsel. To her frustration, her counsel advises her to seek approval from superiors. Benson asks permission from the COBRA members. Citing conflicting legal and political views and contrasting the tactical value of the assassination with the negative publicity of killing civilians and the status of some of the targets as American or British nationals, they fail to reach a decision and refer the question up to the UK Foreign Secretary, presently on a trade mission to Singapore. He does not offer a definite answer and defers to the US Secretary of State, presently on a cultural exchange in Beijing, who immediately declares the American suicide bomber an enemy of the state. The Foreign Secretary then insists that COBRA take due diligence to minimise collateral damage. Alia, who lives next door, is now near the target building selling her mother’s bread. The senior military personnel argue the risk of letting three high-level terrorist leaders, and two real-time suicide bombers, leave the house. The lawyers and politicians involved in the chain of command argue the personal, political and legal merits of and justification for launching a Hellfire missile attack in a friendly country not at war with the US or UK, with the significant risk of collateral damage. Watts and his enlisted sensor operator, A1C Carrie Gershon, can see the more direct risk of little Alia selling bread outside the targeted building, and they seek to delay firing the missile until she moves. Farah is directed to try and buy all of Alia’s bread so she will leave, but after paying her his cover is blown and he is forced to flee. Alia retrieves the bread he dropped and sits down to sell it a second time. Seeking authorisation to execute the strike, Powell orders her risk-assessment officer to find parameters that will let him quote a lower 45% risk of civilian deaths. He re-evaluates the strike point and assesses the probability of Alia’s death at 45–65%. She makes him confirm only the lower figure, and then reports this up the chain of command. The strike is authorised, and Watts fires a missile. The building is destroyed, with Alia injured but unconscious. However, Danford also survived. Watts is ordered to fire a second missile, which strikes the site just as Alia’s parents reach her. Her parents suffer some injuries and rush Alia to a hospital, where she dies.” https://en.wikipedia.org/wiki/Eye_in_the_Sky_(2015_film) (Links to an external site.) After reading the case study, answer the following questions: 1) What is your judgment about the decision to authorize the strike? Was it legal? Was it moral? State why you think so. 2) The immediate results of the decision to authorize the strike is that the building is destroyed, the terrorists are killed, but the young girl in the danger zone is also killed. Do you think it was worth the trade off, i.e. it was the right thing to do to fire the missile? What if rather than one young girl, it was twenty innocent people? Do you think the consequences determine whether or not this decision is right or wrong? 3) Do you think the decision to kill the terrorists saved innocent lives? Why or why not? State why you think so, or why not. What are your sources of authority? Do you have high or low confidence in this knowledge? 4) Is International Humanitarian Law (IHL) involved in this case? Why or why not? State why you think so, or why not. What are your sources of authority? 5) AFTER you have made your comment, read through the comments of your classmates, and respond to at least TWO of their comments on the same subject. The responses need to be complete, meaning they answer fully all the questions in the case study (I will accept short responses, but they are graded down); 3) You need to offer your own contribution, and then respond to the contribution of at least two classmates (if you submit only your contribution, you will be marked down for not responding to your classmates); and 4) Most importantly, you need to incorporate the lessons of the IHL material into your contribution (if you offer only your moral thinking, but not how it is reflecting in the terms or concepts of the material, you will be marked down). The four guidelines above are not meant to be negative, but to offer you a rubric so that you know ahead of time how you will be graded.

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